unit 2 Color

Unit Question
How can colors be useful?

Listening • understanding cause and effect LeArning OutcOme

VocabuLary • word families: nouns and verbs In a group presentation, describe key
grammar • there’s and it’s aspects of a building that the group
Pronunciation • schwa in unstressed syllables members have designed.
sPeaking • asking for and giving examples

Listening and Speaking 2, page 21 Activity A Answers, p. 21

Answers will vary. Possible answers:
Preview the Unit 1. Cars can’t see you. Traffic police sometimes wear
orange so drivers will see them.
Learning Outcome 2. Answers will vary. Students may say white because
1. Ask for a volunteer to read the unit skills, then the it makes rooms look large and bright, blue or green
unit learning outcome. because they are relaxing and cool, red or orange
because they are warm.
2. Explain: This is what you are expected to be able to 3. The butterfly is getting food from the flower; it’s
do by the unit’s end. The learning outcome explains yellow, so it blends in. Birds won’t see the butterfly
how you are going to be evaluated. With this outcome and eat it.
in mind, you should focus on learning these skills
( Listening, Vocabulary, Grammar, Pronunciation,
Speaking ) that will support your goal of describing B (15 minutes)
key aspects of a building that you have designed with 1. Introduce the Unit Question, “How can colors
group members. This can also help you act as mentors be useful?” Ask related information questions
in the classroom to help the other students meet this or questions about personal experience to help
outcome. students prepare for answering the more abstract
unit question. What colors do you like to wear?
A (10 minutes) Why? What are good colors for cars? What colors do
1. Prepare students for thinking about the topic by people wear for special occasions, such as weddings or
telling them about colors you like and why. For funerals? Can you use colors to organize things?
example, you might say you like red because it 2. Tell students: Let’s start our discussion by listing the
makes you feel awake and alive, or blue because ways colors can be useful. You can list a color and
it is relaxing. then one way the color is useful.
2. Put students in pairs or small groups to discuss 3. Seat students in groups of four or five and direct
the first two questions. them to pass around a paper as quickly as they
3. Call on volunteers to share their ideas with the can, with each group member adding one item to
class. Ask questions: What colors are the easiest to the list. Tell them they have two minutes to list
see at night? When is it important to be seen, and how the colors and the way they are useful, and that
does that affect colors that you wear? Would you paint they should write as many ideas as possible.
a living room a different color than a bedroom? Why? 4. Call time and ask a reporter from each group to
4. Focus students’ attention on the photo. Have a read the list aloud.
volunteer describe the photo to the class. Ask: 5. Use items from the list as a springboard for
Where is this? Read the third question aloud. discussion. Elicit names of certain colors and
responses regarding how they are useful.

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 Activity B Answers, p. 21 3. Put students in pairs to compare answers.
Answers will vary. Possible answers: 4. Go over the answers with the class. As you go
Colors can mean things in different cultures. Bright over the answers, pronounce each bold word,
colors make us happy. Cool colors are relaxing. White
and have students repeat it.
looks clean and bright. Brown doesn’t show dirt.
MULTILEVEL OPTION
The Q Classroom Have higher-level students complete the activity
CD1, Track 13 individually and then compare answers with a
1. Play The Q Classroom. Use the example from the partner. Tell the pairs to create a story using all eight
audio to help students continue the conversation. vocabulary words. Ask volunteers to tell their stories
Ask: How did the students answer the question? Do to the class. Have listeners write the vocabulary words
in the order they hear them.
you agree or disagree with their ideas? Why?
2. Compare the class discussion in B with the Q
Classroom. Ask: Did the students have the same ideas Vocabulary Answers, p. 23
as you did? Did they discuss anything new? 1. a; 2. b; 3. a; 4. a; 5. b; 6. a; 7. b; 8. a

For additional practice with the vocabulary, have

Listening and Speaking 2, page 22
students visit Q Online Practice.
C (10 minutes)
1. Go over the directions. Listening and Speaking 2, page 24
2. Direct students’ attention to the questionnaire. PREVIEW LISTENING 1 (5 minutes)
Ask: What animals do you see?
3. Have students complete the questionnaire and 1. Go over the directions and the questions.
then compare answers with a partner. 2. Direct students to look at the photos and discuss
4. Call on students to share their ideas with the class. their answers in pairs.
3. Have students jot their answers down. Tell
MULTILEVEL OPTION students they should review their answers after
Have students work in mixed-level pairs to the Listening.
complete and discuss the questionnaire. Preview Listening 1 Answers, p. 24
Wording will vary. Sample answers:
1. The animals are camouflaged. Their colors and
D (5 minutes) patterns are similar to their environments.
1. Go over the directions. 2. It is easy to find the frog.
2. Direct students’ attention to the photo. 3. Photographs one and two show the use of color for
protection. Photograph three shows the use of color
3. Have students answer the question in pairs or for a warning.
small groups.
4. Call on students to share their ideas with the class.
Listening 1 Background Note
Katydids are sometimes called bush crickets in British
English. They can fly a short distance, but usually
LISTENING they walk or climb up trees where they eat the leaves.
A cryptic frog is not a single species of frog; rather, it
Listening and Speaking 2, page 23 refers to frogs that are camouflaged, or hidden.
LISTENING 1: The Colors of Nature The blue poison dart frog was not discovered until
1968. It doesn’t have webbed feet, so it can’t swim.
The poison in its skin comes from the food they eat.
VOCABULARY (15 minutes)
When they are kept in captivity and fed different
1. Go over the directions. food, they aren’t poisonous.
2. Direct students to circle the answer that best
matches the meaning of each bold word.

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 LISTEN FOR MAIN IDEAS (10 minutes) What Do You Think? Answers, p. 25
Answers will vary. Sample answers:
CD1, Track 14 1. They use color for camouflage. Their colors usually
1. Go over the directions. match their environment.
2. so their prey won’t see them
2. Have students read the items.
3. Soldiers wear camouflage. Hunters wear orange
3. Play the audio and have students complete the vests so they can be easily seen and won’t get shot.
activity individually.
4. Have students compare answers with a partner.
Learning Outcome
If necessary, play the audio again.
Use the learning outcome to frame the purpose and
5. Go over the answers with the class.
relevance of Listening 1. Ask: What did you learn from
Listen for Main Ideas Answers, p. 24 Listening 1 that prepares you to describe in a presentation
1. c; 2. a; 3. b the importance of color in building design?

Listening and Speaking 2, page 26

Listening and Speaking 2, page 25
LISTEN FOR DETAILS (10 minutes) Listening Skill: Understanding
cause and effect (5 minutes)
CD1, Track 15
1. Tell students that understanding cause and effect
1. Direct students to read the items before they
is one way to see the connections between ideas.
listen again.
2. Explain that students are going to learn how to
2. As you play the audio, have students listen
recognize cause and effect. Ask students to read
and circle the answer that best completes the
the information.
statement.
3. Check comprehension by asking questions: What
3. Have students compare answers with a partner.
is a cause? What is an example of a cause? What is
4. Replay the audio so that the partners can check an effect? What is an example? What word can come
their answers. before a cause? What word can come before an effect?
5. Go over the answers with the class.
Listen for Details Answers, p. 25
A (5 minutes)
CD1, Track 16
1. b; 2. b; 3. a; 4. b; 5. a; 6. a
1. Go over the directions.
For additional practice with listening
2. Have students read the sentences.
comprehension, have students visit
Q Online Practice. 3. Play the audio, and have students circle the cause
and underline the effect in each statement.
4. Go over the answers with the class.
WHAT DO YOU THINK? (10 minutes)
Listening Skill A Answers, p. 26
1. Ask students to read the questions and reflect on 1. circle: their green color; underline: Katydids are hard
their answers. to see
2. Seat students in small groups and assign roles: a 2. circle: Predators can’t see the katydids; underline:
group leader to make sure everyone contributes, the katydids stay safe
a note-taker to record the group’s ideas, a reporter 3. circle: it uses camouflage; underline: It’s hard to see
to share the group’s ideas with the class, and a the cryptic frog
timekeeper to watch the clock. 4. circle: The cryptic frog is the same color as the
leaves; underline: you can’t see it very well
3. Give students five minutes to discuss the 5. circle: The blue poison dart frog is bright blue;
questions. Call time if conversations are underline: you can see it easily
winding down. Allow them an extra minute 6. circle: their skins contain a strong poison; underline:
or two if necessary. Dart frogs are dangerous
4. Call on each group’s reporter to share ideas with
the class.

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 B (5 minutes) Listening and Speaking 2, page 27
CD1, Track 17 LISTENING 2: Building with Color
1. Go over the directions. Direct students to read the
causes and effects. VOCABULARY (10 minutes)
2. Play the audio and have students match each
1. Direct students to read the paragraph. Pronounce
cause and effect.
each bold word, and have students repeat it.
3. Have students compare answers in pairs.
2. Have students work with a partner to write
4. Go over the answers with the class. the word next to the correct definition. Suggest
students reread the paragraph if necessary.
MULTILEVEL OPTION
3. Go over the answers with the class.
Have higher-level students create sentences that
express each cause and effect in Activity B, using MULTILEVEL OPTION
because and so.
Have higher-level students work in pairs to write a
new paragraph using the words in bold. Have lower-
Listening Skill B Answers, p. 26 level students work together to complete the activity.
1. c; 2. d; 3. a; 4. b

For additional practice with understanding cause Vocabulary Answers, p. 27

and effect, have students visit Q Online Practice. 1. architect; 2. blend in; 3. concrete; 4. match;
5. roof; 6. shape; 7. site; 8. straight;
9. urban; 10. advise
EXPANSION ACTIVITY: Find Your Match (10 minutes)
For additional practice with the vocabulary, have
1. Model the activity. Write two sentences on the students visit Q Online Practice.
board, one with because and one with so:
I wear red on test days/because it helps me
Listening and Speaking 2, page 28
feel awake.
Traffic police wear orange vests/so drivers can PREVIEW LISTENING 2 (5 minutes)
see them. 1. Direct students’ attention to the photos and ask:
2. Explain that each part of the sentence would be What do the houses look like? Which one do you like
written on different strips. Draw boxes around the better? Why?
clauses on the board, for example, a box around 2. Read the question in Preview Listening 2 aloud.
“I wear red on test days” and another box around
3. Have students discuss the question in pairs and
“because it helps me fell awake”
jot down some notes. Tell students they should
3. Distribute two strips of paper to each student. review their notes after the Listening.
4. Have students work in mixed-level pairs to write
a sentence about clothing and/or colors. Half the Listening 2 Background Note
pairs will use so to show cause and effect, and the Kengo Kuma was born in Kanagawa, Japan in
other half will use because. 1954. He graduated from the University of Tokyo
5. Have students copy their sentences on the strips in 1979, and also studied at Columbia University
of paper, dividing the sentences so that the cause in New York. He has designed many houses,
appears on one strip and the effect on the other. museums, and other buildings. Kuma was one of
6. Collect the strips and redistribute, so each student several Asian architects asked to build houses near
gets one half of a sentence. the Great Wall of China. His colors and materials
work with nature and the surrounding landscape.
7. Have students stand and walk around the room
He chose bamboo to contrast its weakness with the
and say the words on their strips to find their
strength of the Great Wall.
matches—the other half of the sentences.
8. Alternatively, create your own strips using so and
because. You will need sentences that equal half
the number of students in your class, so there is
one strip for each student.

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 Friedensreich Hundertwasser was born in Vienna, Tip for Success (5 minutes)
Austria in 1928 as Friedrich Stowasser. He changed Read the tip aloud. Have students think of examples
his name in 1949. His name means Peace-Kingdom or experiences from their own lives that the listening
Hundred-Water. He began as a painter but started text reminds them of. Have students share their ideas
to be interested in architecture in the 1950s. He has with a partner. Elicit ideas from the class.
designed houses, museums, schools and churches
using his ideas about bright colors, natural shapes, and
places for trees, grass and even grazing animals. WHAT DO YOU THINK?
A (10 minutes)
LISTEN FOR MAIN IDEAS (10 minutes)
1. Ask students to read the questions and reflect on
CD1, Track 18 their answers.
1. Go over the directions. Have students read the 2. Seat students in small groups and assign roles: a
words and phrases in the box and the summary. group leader to make sure everyone contributes,
2. Play the audio, and have students complete the a note-taker to record the group’s ideas, a reporter
activity individually. to share the group’s ideas with the class, and a
3. Have students compare answers with a partner. If timekeeper to watch the clock.
helpful, play the audio again. 3. Give students five minutes to discuss the
4. Go over the answers with the class. questions. Call time if conversations are
winding down. Allow them an extra minute
Listen for Main Ideas Answers, p. 28 or two if necessary.
The presentation is about the work of two
4. Call on each group’s reporter to share ideas with
different architects, Kengo Kuma and Friedensreich
the class.
Hundertwasser. They are similar in some ways and
different in others. Both want their buildings to look Activity A Answers, p. 29
natural. Kuma often builds in the country. He wants Answers will vary. Possible answers:
his buildings to blend in with the environment. He 1. I prefer the Great Bamboo Wall House because it
does this with the materials and colors he chooses. is light and airy. I prefer the Hundertwasser House
Hundertwasser builds most of his buildings in the city, because the colors are bright and it is more fun.
and he uses a lot of bright colors. However, he uses 2. Answers will vary.
natural shapes and almost no straight lines. He wants 3. Answers will vary, but might address house size,
every home to be different, even if it is part of an number of rooms, color and other features.
apartment building.

Tip for Critical Thinking (1 minute)

Listening and Speaking 2, page 29
1. Read the tip aloud.
LISTEN FOR DETAILS (10 minutes)
2. Explain to students that being able to make a
CD1, Track 19 general statement based on details is an important
1. Direct students to read and answer the questions skill for conveying relevant information to peers.
before they listen again.
2. As you play the audio, have students listen and
B (10 minutes)
check their answers. 1. Have students continue working in their small
groups to discuss the questions in Activity B. Tell
3. Have students compare answers with a partner.
them to choose a new leader, reporter, note-taker,
4. Go over the answers with the class. and timekeeper.
Listen for Details Answers, p. 29 2. Call on the new reporter to share the group’s
1. Tokyo; answers to the questions.
2. concrete;
3. greens, browns and gray;
4. Vienna, Austria

For additional practice with listening

comprehension, have students visit
Q Online Practice.

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 Activity B Answers, p. 10 students that another way to notice verbs is by an
Answers will vary. Possible answers: -ed/-en/-ing ending.
1. Some animals use color to blend in with their
surroundings. Kuma uses color in the same way. A (5 minutes)
Other animals are brightly colored so you notice
1. Direct students to read the sentences and write N
them. Hundertwasser uses color like these animals.
or V on the lines.
2. Mice and rabbits dig burrows under the ground.
This keeps them safe and protects them from heat 2. Have students compare answers with a partner.
and cold. Some animals, like bears, live in dens or 3. Go over the answers with the class.
caves. This keeps them warm and dry in the winter.
People can learn how to stay warm in winter and Activity A Answers, p. 30
cool in summer from animals. 1. V; 2. V; 3. N; 4. N; 5. V; 6. V; 7. N; 8. V

Listening and Speaking 2, page 31

Critical Q: Expansion Activity B (10 minutes)
Generalize 1. Have students complete the sentence with the
1. Explain that generalizing is when you create a correct word from the box, and then write N
general rule from specific examples. For example, or V on the lines.
if you know that the katydid and the cryptic 2. Have students compare answers in pairs.
frog use their coloration to hide from predators, 3. Go over the answers with the class.
you can generalize to say that animals can use
coloration to hide from predators. Activity B Answers, p. 31
2. In this case, students might see that if bowerbirds 1. change, V; 2. sound, N; 3. fight, V;
decorate their homes to attract mates, then other 4. camouflage, V; 5. match, N; 6. poison, V
birds or animals, even people, might do the
same. Discuss their ideas in class and/or suggest
students research the topic online. MULTILEVEL OPTION
Group lower-level students and assist them with
the task. Provide alternate sentences to help them
Learning Outcome understand the words. The green color camouflages
Use the learning outcome to frame the purpose and the insect. It sounds like it’s raining. The dog ate some
poison and was very sick. The sounds of nature are very
relevance of Listenings 1 and 2 and the Critical Q
relaxing to me. You can blend red and yellow to make
activity. Ask: What did you learn from Listenings 1 and
orange. These shoes match my dress perfectly. Some
2 and the Critical Q activity that prepares you to present
designers blend fashion with comfort.
key aspects of a building that you have designed with After higher-level students have completed the
group members? activity as outlined above, group them in pairs to
write a sentence for each word using the other form.
Listening and Speaking 2, page 30 (For example, if the book used the word as a verb,
Vocabulary Skill: Word families: students should use it as a noun.) Have volunteers
write one of their sentences on the board. Correct the
nouns and verbs (5 minutes) sentences with the whole class, focusing on the use
1. Direct students to read the information silently. of the words as nouns or verbs rather than on other
2. Check comprehension: How can we tell if a word is grammatical issues.
a noun or a verb? What often comes before a noun?
What often comes before a verb?
Tip for Success (1 minute)
Skill Note Read the tip aloud. To model the use of it, ask
students questions: What’s your favorite animal?
Point out that recognizing that some words are Why do you like it? What color is a lion? Why is it
both nouns and verbs is an easy way to expand that color?
your vocabulary. Suggest that students take note of
For additional practice with word families, have
these noun/verb words in a vocabulary notebook,
students visit Q Online Practice.
or make a notation in their textbooks. Remind

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 SPEAKING Listening and Speaking 2, page 33
Pronunciation: Schwa
Listening and Speaking 2, page 32 in unstressed syllables (5 minutes)
Grammar: There’s and It’s (5 minutes) CD1, Track 20

1. Read the information about using There’s and It’s. 1. Read the information about schwa in unstressed
Provide and elicit additional examples: There’s a syllables.
board on the wall. There’s a coffee shop near here. 2. Play the audio.
The bowerbird likes colored objects. It puts them in 3. Check comprehension. Write urban and predator
the bower. on the board, and elicit the stressed syllable
2. Check comprehension by asking questions: What (urban; predator). Point out that the other vowels
do we use for things that are mentioned for the first are pronounced as schwa.
time? What do we use for something we already know
or have already talked about? Skill Note
The schwa is a useful way of demonstrating
Skill Note to students how crucial word stress is to the
Students often have trouble distinguishing between pronunciation of English. Whenever you teach
there’s and it’s. Students can get used to using the two a multi-syllable word, ask students to identify
expressions within a context that is familiar to them the stressed syllable and point out vowels that
all—the classroom. Seat them in small groups and are reduced to schwa. Also point out the role
ask each group to come up with pairs of sentences. of schwa in sentence stress. For example, to and
In the first sentence, they can introduce something auxiliary do are pronounced with a long u out of
using there’s (There’s a book on my desk.) In the second context, but normally with schwa in a sentence,
sentence, they can provide more information about where they are unstressed.
the object using it’s (It’s an English book.)
A (5 minutes)
A (5 minutes) CD1, Track 21
1. Direct students to complete the paragraph with 1. Go over the directions.
there’s and it’s. 2. Play the audio, and have students write the words
2. Put students in pairs to compare answers. and circle the unstressed syllable.
3. Go over the answers with the class. 3. Have students compare answers with a partner.
Activity A Answers, p. 32 4. Play the audio again so students can check
1. There’s; 2. It’s; 3. there’s; 4. it’s; their answers.
5. It’s; 6. there’s; 7. It’s; 8. it’s 5. Go over the answers with the class.
Activity A Answers, p. 33
B (5 minutes) 1. camouflage; 2. famous; 3. nature; 4. around;
1. Go over the directions and the example. 5. advise; 6. believe; 7. ordinary; 8. recent
2. Have students work in pairs to take turns
describing a place in your city or town. B (5 minutes)
3. Elicit ideas from volunteer pairs. CD1, Track 22
1. Play the audio, and have students repeat.
Activity B Answers, p. 32
Answers will vary. 2. Have students take turns saying the words with
a partner.
For additional practice with There’s and It’s, have
students visit Q Online Practice. C (5 minutes)
CD1, Track 23
1. Play the audio, and have students listen and circle
the word with the schwa sound.

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 2. Have students compare answers with a partner. A (10 minutes)
3. Play the audio again so students can check CD1, Track 24
their answers. 1. Go over the directions.
4. Go over the answers with the class. 2. Play the audio, and have students write the
Activity C Answers, p. 33 expressions they hear.
1. contain; 2. apartment; 3. another; 3. Have students compare answers with a partner.
4. protection; 5. material
Activity A Answers, p. 34
1. For instance;
Listening and Speaking 2, page 34 2. Let me give you an example;
3. For example/Notice also;
D (5 minutes) 4. Can you give us an example?/Here’s an example.
1. Have students work in pairs to underline all the
syllables with the schwa sound.
B (10 minutes)
2. Have students take turns reading the sentences
aloud to their partners. 1. Go over the directions and topics.
3. Call on students to read sentences aloud to 2. Have students work in pairs to take turns
the class. talking about the topic and asking for and
giving examples.
Activity D Answers, p. 34
1. Concrete contains a mix of sand, cement, and water.
3. For more practice, have each pair join another pair
2. Is there an apartment for rent on State Street? and repeat.
3. We need to find another answer to the problem. Activity B Answers, p. 34
4. There’s a special program to protect the city’s water. Answers will vary.

For additional practice with schwa in unstressed For additional practice with asking for and giving
syllables, have students visit Q Online Practice. examples, have students visit Q Online Practice.

Speaking Skill: Asking Listening and Speaking 2, page 35

for and giving examples (5 minutes) Unit Assignment:
1. Direct students to read the information about Present a building design
asking for and giving examples.
2. Check comprehension: Why should you give Unit Question (5 minutes)
examples when you explain something? What are Refer students back to the ideas they discussed at the
some phrases you can use to give an example? How beginning of the unit about how colors can be useful.
can you ask for an example? Cue students if necessary by asking specific questions
about the content of the unit. Ask: What did you learn
Skill Note about how an animal’s color can be useful? What did you
A common academic situation for asking for and learn about the way color is used in designing houses? Go
giving examples is during a lecture. One way to over the description of the Unit Assignment.
take notes on a lecture is to draw a vertical line
down the page about one-third of the way from the Learning Outcome
left. Students can write down the main ideas and
1. Tie the Unit Assignment to the unit learning
key terms on the left side of the line, and examples,
outcome. Say: The outcome for this unit is to
details, and reasons on the right. Suggest students
describe, as part of a group presentation, key aspects
try this form of note-taking on a piece of paper after
of a building that the group members have designed.
completing Activity A. Play the audio again, and
This Unit Assignment is going to let you show your
have students note the main ideas on the left side of
skill in presenting a building design.
the line and details on the right side of the line. For
example, they might write “camouflage” or “hide
from predators” on the left, and “insect looks like
green leaves” on the right.

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 2. Explain that you are going to use a rubric similar Listening and Speaking 2, page 36
to the Self-Assessment checklist on p. 36 to grade
their Unit Assignment. You can also share a copy Organize ideas
of the Unit Assignment Rubric (on p. 23 of this B (10 minutes)
Teacher’s Handbook) with the students.
1. Go over the directions.
21st Century skills 2. Have students work in the same small groups
to complete the outline.
Collaboration with others is an essential skill
3. Walk around the room and provide help
in today’s professional environment. Not only do as needed.
people have to work with others, they must also be
accountable for the results of the group. This usually
speak
involves dividing tasks fairly among group members,
managing time effectively, and producing quality C (10 minutes per group presentation)
results. When students are in their groups to begin
working on the Unit Assignment, suggest they come
1. Go over the directions.
up with a plan that will involve all group members 2. Have students review the Self-Assessment
equally. They may want to assign roles (for example, checklist on page 36 to notice what they should
project manager, note-taker, timekeeper and so on). include in their presentation and how they should
present it.
3. Direct students to join another group and present
Consider the ideas (15 minutes) their building design. Suggest each student in
1. Direct students’ attention to the pictures. Ask: the group present one of the bullet points so that
What do you see? everyone has a chance to speak (for example,
Location or Outside colors). Have listeners in the
2. Have students read the directions and the other group complete the Unit Assignment Rubric
questions. (found on p. 23 in this Teacher’s Handbook). Point
3. Ask them to sit in small groups of three or four to out that this is a group grade.
discuss the questions. 4. Or, have each group present to the class. Use the
4. Call on volunteers to share the ideas they talked Unit Assignment Rubric on p. 23 of this Teacher’s
about in their groups. Handbook to score each group’s presentation.
Consider the Ideas Answers, p. 35
Answers will vary. Possible answers: Alternative Unit Assignments
1. I like 1 (or 2) because it blends in with the area Assign or have students choose one of these
around it. I like 3 (or 4) because it looks different— assignments to do instead of, or in addition to, the
you notice it. Unit Assignment.
2. Variations of answers to 1.
3. I like buildings that blend into their environment
1. Research online an animal not in this unit that
because I like natural things. I like buildings that are
uses color for protection. Then give a presentation
unusual because they are more interesting. to a small group.
2. Interview ten people about colors they choose for
their clothing. Why do they prefer these colors?
Prepare and speak Tell a small group what you found out about how
people choose the color of their clothing. Discuss
Gather ideas possible reasons why.
A (15 minutes) For an additional unit assignment, have students
visit Q Online Practice.
1. Direct students to read the directions and
questions.
2. Have students work in their previous groups from
Consider the Ideas to discuss the questions.
3. Elicit the location and type of building from
each group.

Unit 2 21

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 Check and Reflect
Check
A (5 minutes)
1. Direct students to read and complete the Self-
Assessment checklist.
2. Ask for a show of hands for how many students
gave all or mostly yes answers.
3. Congratulate them on their success. Discuss the
steps they can take if an item on the checklist
was difficult for them. For example, if they had
trouble using the vocabulary from the unit, they
can try practicing these new words over the
next week.

Listening and Speaking 2, page 37

Reflect
B (5 minutes)
1. Direct students to discuss the questions with
a partner.
2. Elicit ideas from the class.
3. Ask students if the unit prepared them to give
a presentation on a building design.

Track Your Success (5 minutes)

1. Have students circle the words they have learned
in this unit. Suggest that students go back through
the unit to review any words they have forgotten.
2. Have students check the skills they have mastered.
If students need more practice to feel confident
about their proficiency in a skill, point out the
page numbers and encourage them to review.
3. Read the Learning Outcome aloud. Ask students if
they feel that they have met the outcome.

22 Unit 2

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 Unit 2 Color

Unit Assignment Rubric

Students’ names:
Date:
Unit Assignment: Present a building design.

20 points = Presentation element was completely successful (at least 90% of the time).
15 points = Presentation element was mostly successful (at least 70% of the time).
10 points = Presentation element was partially successful (at least 50% of the time).
0 points = Presentation element was not successful.

Give a Presentation 20 points 15 points 10 points 0 points

Group members used there’s and

it’s correctly while describing the building
they designed.

Group members correctly used vocabulary

words from the unit.

Group members used creativity in

their design.

Group members gave examples to help

listeners understand ideas.

Group members correctly used the

schwa in unstressed syllables.

Total points:
Comments:

© 2011 Oxford University Press. Permission granted to reproduce for classroom use. Unit 2 23

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